Past Perfect and Past simple

Term 1

Unit 1 "Hobbies and qualities"

School: Azat

Date:

Teacher’s name: Kakharov I

Grade 9

Number present:

Number absent:

Theme of the lesson:

Language focus: Past perfect and past simple.

Learning objectives(s) that this lesson is contributing to

9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics

9.UE9 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• Identify the difference between the past perfect and past simple.

• Construct the sentences using past perfect and past simple with support.

Most learners will be able to:

• Construct the sentences using past perfect and past simple with minimal support.

Some learners will be able to:

• Apply past perfect and past simple to talk about events at different times in the past without support.

Assessment criteria

Demonstrate the ability to write grammatically correct sentences on familiar topics.

Apply correctly active and passive simple present and past forms and past perfect simple forms in the context.

Descriptor. A learner:

• uses tense forms correctly;

• fills in the sentences according to the grammar rule.

Value links

Respecting yourself and others, being open to experiencing new things.

Cross curricular links

Social studies.

Previous learning

Comparing past and present generations.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Children`s actions

Assessment

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. With books close, ask the SS what they remember about the reading text from last lesson. Write on the board the example I visited my gran last weekend and she'd found some of her old photos.

Underline she'd found. Ask: When did I visit my gran? (last weekend). When did she find the photos, before or after I visited? (before I visited).

Tell SS that this tense is called the past perfect.

Children watch a video

Critical assessment

PPT

Main Activities

Ex.1 p.11. Deduction from the rules and exemplification.

Ex.2 p.11. Opening the brackets.

Ex.3 p.11. Sentence completion task. Ex.4 p.11. Asking and answering questions with a given grammar item.

Extra task. Individual exercise.

Children work hard

Critical assessment

Board

Projector

Internet

Presentation

Video and images

Handouts with task

Ending the lesson

Giving the hometask. WB ex.4-5 p.7

Self-assessment. How well do I understand?

4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Feedback

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas.